Jugar en Educación Inicial: los contextos del espacio de juegos y el comportamiento de un niño o una niña con discapacidad intelectual

Resumen

Algunas investigaciones centradas en la accesibilidad física y sensorial en los parques infantiles aportan evidencia de que este es un lugar que debe ser pensado para todos los niños, en los espacios públicos y en las escuelas. Sin embargo, aún se discute poco sobre accesibilidad o estrategias para estructurar espacios que apoyen el desarrollo de los niños con discapacidad intelectual. Entre los estudios existentes, son relativamente pocos los trabajos que buscan observar a los niños en condiciones naturales, prestando atención a la espontaneidad del niño y sin la guía del investigador. Este estudio tuvo como objetivo explorar los posibles impactos del uso de parques infantiles en el comportamiento de un niño con discapacidad intelectual. La metodología utilizada correspondió a la etología. Para el análisis se utilizaron establecimientos, categorías, juguetes y equipos, interacciones sociales y habilidades motoras. En general, el análisis de datos sugirió una tendencia del niño a jugar solo en lugar de explorar el equipo del patio de recreo, además de realizar pocas habilidades de manipulación, privilegiando la locomoción. Estos resultados sugieren la necesidad de repensar propuestas dirigidas a la educación infantil desde contextos inclusivos. Es fundamental que los docentes participen en la planificación y estructuración de los espacios de educación infantil, especialmente desde una perspectiva inclusiva.

Palabras clave: Niños y niñas en edad preescolar, Discapacidad intelectual, Espacio de juegos

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Publicado
2021-05-09
Cómo citar
Amorim, T. C. P. de, & Gimenez, R. (2021). Jugar en Educación Inicial: los contextos del espacio de juegos y el comportamiento de un niño o una niña con discapacidad intelectual. Lecturas: Educación Física Y Deportes, 26(276), 20-35. https://doi.org/10.46642/efd.v26i276.2765
Sección
Artículos de Investigación